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Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are seeking ways to improve. Feedback from students and learning analytics from a flipped unit at a large Australian university underpin the paper's advice. Student feedback and behaviour, coupled with the reflections of the unit's designers, encourage (1) prioritising effective educational media and recording practices over the production of digital material with the longest shelf life, (2) explicit consideration of unit structure and support offered to students, (3) readings which consider the student perspective, (4) enthusiasm about the delivery format, and (5) the overarching importance of constructive alignment. [ABSTRACT FROM AUTHOR]

By the beginning of the twentieth century, most of the major discoveries concerning the nature and life cycles of parasites had been made and tropical medicine was beginning to establish itself as a discipline but parasitology still lacked any real cohesion or focus. This focus arrived in 1908 when George Nuttall founded a new journal, Parasitology, as a Supplement to the Journal of Hygiene in order to cater for increasing numbers of papers on protozoological, helminthological and entomological topics that were being submitted for publication to that journal, thus bringing these three subjects together under one heading and, in doing so, established the discipline of parasitology. The events leading up to and the subsequent development of the discipline are discussed. [ABSTRACT FROM AUTHOR]